The National Reading Panel reports that among the deficits found in poor readers are phonological awareness, phonological memory, phonological retrieval, and phonological production. These deficits in reading skills seen in the general population of poor readers are also manifested in students who are DHH. Our experience indicates that students who are DHH who struggle with reading often exhibit similar difficulties as their hearing peers who are struggling readers. Both groups demonstrate difficulty with sequential memory for letters in words, recognizing words in print, spelling words, and reading on grade level. To address these deficits, multisensory language strategies can be beneficial in promoting skill development in decoding, encoding, and comprehending print.
Word study: teaching of phonemic awareness,phonics, syllables, morphology, spelling, and semantics;
Development of word knowledge: providing students opportunities to have language experiences to support their interaction with print;
Development of English grammatical structures: explicit teaching of structures that hearing students typically bring to the reading process via their language listening experiences (these missing structures are not a component of ASL or may be inaccessible via the child’s listening system);
Opportunities to associate ASL to print: strategies that allow students to connect ASL and written English to support literacy learning.
* So some of the same strategies that we talked about in this session would apply.
reports that among the deficits found in poor readers are phonological awareness, phonological memory, phonological retrieval, and phonological production. These deficits in reading skills seen in the general population of poor readers are also manifested in students who are DHH. Our experience indicates that students who are DHH who struggle with reading often exhibit similar difficulties as their hearing peers who are struggling readers. Both groups demonstrate difficulty with sequential memory for letters in words, recognizing words in print, spelling words, and reading on grade level. To address these deficits, multisensory language strategies can be beneficial in promoting skill development in decoding, encoding, and comprehending print.
* So some of the same strategies that we talked about in this session would apply.